Análisis de la interacción de maestros cuando resuelven problemas realistas conjuntamente con sus alumnos en aulas de primaria, teniendo en cuenta su experiencia docente

  1. Sánchez-Barbero, Beatriz
  2. Calatayud, María
  3. Chamoso, José Mª.
Revue:
Uni-pluriversidad

ISSN: 1657-4249

Année de publication: 2019

Titre de la publication: Investigación, competencias y modelos para la formación profesional de profesores de matemáticas

Volumen: 19

Número: 2

Pages: 40-59

Type: Article

DOI: 10.17533/UDEA.UNIPLURI.19.2.03 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Uni-pluriversidad

Résumé

Training of Primary mathematics teachers needs to know and analyze the real practice of the classroom. This work focuses on a joint resolution of problems in the classroom. Educational research has shown that there is little reasoning and participation of students when teachers and students jointly solve routine problems in Primary math classrooms. Some studies showed that this reasoning and participation increases when they solve non-routine problems, but it does not always happen when teachers are novel. Therefore, it is intended to analyze what happens when a special type of non-routine problems such as realistic problems is used, which the literature has considered with interest, taking into account the experience of the teacher. Specifically, the objective of this work is to analyze the interaction between two teachers, an expert and a novel, when they solve realistic problems along with their students in their usual classroom, attending to the processes, degree of participation, and teaching experience of the teachers. The results showed that both reasoning and participation of the students increased, and the expert teacher promoted the reasoning more than the novel and also, she made a better realistic interpretation of the problems in the resolution. Although it is a small sample, these results allow us to take a step to open future lines of research that could have educational implications for both preservice teachers and in-service teachers.

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